¿Qué lugar ocupan los miedos en las prácticas pedagógicas de Educación Sexual Integral en Argentina?

Abstract

Within the framework of policies for the implementation of Comprehensive Sexual Education in Argentina, this paper analyzes the fears expressed by teachers at the primary and secondary levels of five jurisdictions in the country when incorporating ESI content into their school practices. It seeks to question the place that fears occupy in teachers' subjectivities in a context where ESI is unavoidable for all schools of the compulsory levels of the Argentine educational system. One of the results reached by the aforementioned research expresses that pedagogical practices in ESI require at least two aspects: overcoming teacher fears and building trust bonds. It inquires about the lack of circulation of emotions, the splitting of mind and body and the invisibility of the dimension of pleasure in classrooms and schools, and questions, then, about the relationship between the social function of fear and teacher resistance to advance in the guarantee for the right to ESI in Argentina.